#SEAWEEDMATTERS
Introduction Activity- Teacher Guide Global Systems
Learning Intentions:
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To identify the Global Systems
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To understand the Greenhouse Effect and the Carbon Cycle
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To identify the link between seaweed and the carbon cycle, greenhouse effect and global systems
Success Criteria:
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I can explain the difference between the 4 Global Systems
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I can explain and illustrate the Greenhouse effect and the Carbon Cycle
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I understand the role seaweed plays in the different systems occurring in the world around me.
Curriculum Links:
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Global Systems, including the Carbon Cycle, rely on interactions involving the Atmosphere, Biosphere, Lithosphere, Hydrosphere (VCSSU128).
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Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific ways to improve the quality of data (VCSIS139).
Background Information:
The purpose of the introductory lesson on Global Systems is for students to understand the bigger picture and how seaweed connects to the world around them. Most students identify seaweed as the slimy green plant that they avoid stepping on at the beach and/or the green outer layer of a sushi roll. To help students understand the role that seaweed plays in the world, it is important for students to understand where it fits in the carbon cycle which plays a large role in the greenhouse effect, hence the world systems.
Most of the tasks use the e5 Instructional Model by the State Government of Victoria to Engage, Explore, Explain, Elaborate and Evaluate. Engaging students using prior knowledge, allowing students to explore ideas and evaluate any alternate conceptions, explain and elaborate on what they have learnt and give students opportunities to evaluate themselves as well as for teachers to evaluate students.
For further conceptual understanding of the topic for teachers, click the following link which provides an extensive background for teachers on Global Systems as well as other activities in relation to the topic. The information in the package follows the Australian Curriculum which is the exact same as the Victorian Curriculum link that is mentioned above.
Note: This lesson runs for approximately 70 minutes if the class is able to work at a medium pace but it is suggested that if students work slower and need more time and help or class lessons are shorter then the activities are separated into two periods to allow for further scaffolding and explanation.
TASK 1- Understanding the 4 Global Systems- (Suggested time is 15 minutes)
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In this activity students are asked to individually draw the 4 boxes in the activity and then input any prior knowledge into them. They are then asked to use the link provided to research more about the global systems and add to what they already know.
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Teachers can introduce and explain the activity and then assist students to complete the activity.
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Leave approximately 2-3 minutes for a class discussion on what students had learnt.
Note: If you prefer to give students the activity as a handout then it can be downloaded using the link provided. Students are also free to use other resources to find information, but the importance of primary and secondary sources should be understood.
TASK 2- Understanding the Greenhouse Effect- (Suggested time is 15 minutes)
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For this activity students are asked to create a mind map individually about what they know about the Greenhouse Effect. This can be completed on any medium whether in Word, their workbooks or on an online platform, a workbook is suggested.
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Students are to then work in pairs to learn from peers and from other resources, working together to obtain more information. A link is provided, but other resources can be used.
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Teachers will then facilitate a whole class discussion on the greenhouse effect by projecting/ drawing the diagram and collaboratively labelling it.
Note: The diagram can be found in the link provided if you prefer to print/attach a copy for each student to label alongside the class.
TASK 3- Understanding the Carbon Cycle- (Suggested time is 20 minutes)
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For this activity students are asked to watch a video on the Carbon Cycle and take notes. This is a very simple, short video but if you prefer to show a more detailed, longer video then a link is provided.
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Student are asked to find a labelled diagram of the carbon cycle and draw it into their workbooks. Alternatively the teacher can provide a blank image for students to label.
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Students are to use the link provided to find out their own carbon usage and footprint.
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Teachers can facilitate a discussion following this to allow students to share their results as well as discuss solutions for reducing their footprint.
Note: The video activity is flexible in that teachers can show the video to the whole class or allow students to individually watch it at their own pace.
TASK 4- Understanding the role of Seaweed in the Carbon Cycle and therefore in Global Systems- (Suggested time is 20 minutes)
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In this task students are asked to read the article provided and annotate it. Annotations can include anything that supports seaweed playing a role in the carbon cycle, greenhouse effect and global systems.
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Students are asked to research other uses of seaweed in the world and share with the class.
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Teachers are to facilitate this task by providing either the whiteboard, an online platform or a word document for students to be able to compile a list of uses for seaweed.
Note: Teachers can either print out the article from the link provided or allow students to annotate on a device and the reading of the article can be done individually or as a class.